Theses and Dissertations (School of Computing)http://hdl.handle.net/10500/2748
Fri, 18 May 2018 08:48:34 GMT2018-05-18T08:48:34ZAdoption of free desktop open source software in developing countries in Africa : a case of Kenyan University studentshttp://hdl.handle.net/10500/23690
Adoption of free desktop open source software in developing countries in Africa : a case of Kenyan University students
Kamau, John Wachira
Open source products such as software development tools and server applications are gaining popularity among expert users. There is however a notable lag in adoption of desktop open source software among ordinary users especially in Africa. A number of critical factors such as performance expectancy, effort expectancy and facilitating conditions have been suggested as the determinants of Information and Communication Technologies adoption in general. This study deemed it important to establish if the above factors are the determinants of desktop open source software adoption in Africa.
The study aimed to establish the Open Source Software adoption levels among university students in Kenya as well as the factors affecting Open Source Software adoption in this population. The author further aimed to assess the applicability of popular technology acceptance models in the adoption of the software in the population under study. The study employed literature review, quantitative and qualitative approaches. The study also used both descriptive and explanatory research designs in answering the research questions. The Extended Unified Theory of Acceptance and Use of Technology was used as a theoretical framework because it has synthesised all its major predecessors and accommodated all the predecessors constructs. The other reason The Extended Unified Theory of Acceptance and Use of Technology was used is because the model was developed specifically for predicting voluntary technology adoption.
This study established that the adoption of Free Open Source Software products in Kenya is very low and existing literature revealed that this is also the case in other developing countries. The study concluded that the factors affecting adoption of desktop Open Source Software by Kenyan university students are usability, user training, Open Source Software compatibility, social influence, prior experience, social economic status, job market demands, proprietary software piracy culture and patent and copyright laws.
Hence the study suggested that the existing technology adoption models are not appropriate in predicting technology adoption in an Africa setup. The study proposed and validated an appropriate model that fits in this context.
Wed, 01 Feb 2017 00:00:00 GMThttp://hdl.handle.net/10500/236902017-02-01T00:00:00ZTowards a conceptual framework for information security digital dividehttp://hdl.handle.net/10500/23367
Towards a conceptual framework for information security digital divide
Chisanga, Emmanuel
In the 21st century, information security has become the heartbeat of any organisation. One of the best-known methods of tightening and continuously improving security on an information system is to uniquely and efficiently combine the human aspect, policies, and technology. This acts as leverage for designing an access control management approach which not only avails parts of the system that end-users are permitted to but also regulates which data is relevant according to their scope of work. This research explores information security fundamentals at organisational and theoretical levels, to identify critical success factors which are vital in assessing the organisation’s security maturity through a model referred to as “information security digital divide maturity framework”. The foregoing is based on a developed conceptual framework for information security digital divide. The framework strives to divide end-users, business partners, and other stakeholders into “specific information haves and have-nots”. It intends to assist organisations to continually evaluate and improve on their security governance, standards, and policies which permit access on the basis of each end-user or stakeholder’s business function, role, and responsibility while at the same time preserving the traditional standpoint of confidentiality, integrity, and availability. After a thorough review of a range of frameworks that have influenced the information security landscape, COBITTM was relied upon as a baseline for the development of the framework of the study because of its rich insight and maturity on IT management and governance. To ascertain that the proposed framework meets the required expectation, a survey targeting end-users within three participating organisations was carried out. The outcome revealed the current maturity level of each participating organisation, highlighting strengths and limitations of current information security practices. As such, for new organisations relying on the proposed framework for the first time, the outcome of such an assessment will represent a benchmark to be relied on for further improvement before embarking on the next maturity assessment cycle. In addition, a second survey was conducted with subject matter experts in information security. Data generated and collected through a questionnaire was then analysed and interpreted qualitatively and quantitatively in order to identify aspects, not only to gauge the acceptance of the proposed conceptual framework but also to identify areas for improvements. The study found that there was a general consensus amongst experts on the importance of a framework for benchmarking information security digital divide in organisations. It also provided a range of valuable input relied upon to improve the framework to its final version.
Sat, 01 Oct 2016 00:00:00 GMThttp://hdl.handle.net/10500/233672016-10-01T00:00:00ZToward a broadband service delivery model over wireless technologies to resource-constrained public high schools in South Africahttp://hdl.handle.net/10500/23229
Toward a broadband service delivery model over wireless technologies to resource-constrained public high schools in South Africa
Pholotho, Tholo Johannes
Information and Communication Technologies (ICTs) are capable of expanding access to quality education, educational resources, and also provide teachers with new skills. Nevertheless, a majority of rural public schools have limited ICTs, mainly due to geographical landscape, lack of service delivery and poverty. As a result, they currently seem not to be adequately benefiting from current advancements in ICTs. The main objective of this research study was to investigate an appropriate broadband services delivery model using wireless access technologies, such as a Global System for Mobile communication (GSM) and Enhanced data rates for GSM Evolution (EDGE) to deliver electronic-based educational information to resource-constrained public high schools. An exploratory case study approach was adopted to identify and understand the challenges faced by rural schools in the Greater Tubatse Municipality (GTM), including educational services and content considered by the schools as relevant and useful. The research results indicate that resource-constrained schools in the GTM are facing challenges of lack of access to electronic educational information and services, and as a result, teaching and learning becomes limiting and challenging. Based on the research findings, the results show that having access to learning material via electronic platforms could afford educators and learners the opportunity to interact with the outside world, improve learning and teaching and benefit the community as a whole.
The broadband services delivery conceptual model (BSDCM) was proposed, developed and evaluated to address the lack of electronic educational information and services for resource-constrained public high schools. The BSDCM is composed of both technical and non-technical components that consider requirements of all role players, ICT challenges, policy makers and Information Communication Technology for Education (ICT4ED) interventions.
The proposed model addressed some of the challenges regarding lack of access to educational content. However, it is recommended that the ICT4ED policies governing the use of mobile devices in the classrooms be introduced by the relevant authorities. In addition, a comparative analysis of other network technologies should be conducted to establish if the TCP/IP header compression on Point to Point Protocol (PPP) improves the performance of the network in resource-constrained environments. Furthermore, it is recommended that further research and experiments be conducted to determine if other various third party content providers could create and deploy various educational services and content for different computing platforms using the proposed BSDCM.
Sat, 01 Jul 2017 00:00:00 GMThttp://hdl.handle.net/10500/232292017-07-01T00:00:00ZHindrances to learning to program in an introductory programmimg modulehttp://hdl.handle.net/10500/23228
Hindrances to learning to program in an introductory programmimg module
Marokane, Thomas Selakane
Introductory programming failure rate among students is high worldwide, including in
South Africa. The failure rate remains a subject for investigation due to a high number of
students who find learning to program difficult. This study evaluates factors that contribute
to high failure rates in an introductory programming module at University of South Africa.
The study evaluates curriculum, programming syllabus, and personal factors to evaluate
reasons for high failure rates. Quantitative and qualitative research approaches are used to
identify learning hindrances.
The research results show that personal factors are the leading contributing factors,
followed by the curriculum and then the programming syllabus. Personal factors relate to
time, personal reasons, and commitments; curriculum involves tutorials; and programming
syllabus factors are linked to programming concepts and application. The findings have
implications for how teaching and learning in introductory programming can be improved.
The study provides recommendations for improvement and future studies.
Keywords: Learn to program; introductory programming; higher learning; personal
Sun, 01 Jan 2017 00:00:00 GMThttp://hdl.handle.net/10500/232282017-01-01T00:00:00Z